A Practical Guide to Enquiry-Based Primary Teaching: A Reflective Journey - Softcover

Hill, Helena

Softcover

ISBN 10: 1138596329 ISBN 13: 9781138596320

Publisher: Routledge, 2018

Synopsis

This book is a guide for developing an enquiry approach in primary schools and offers practical ideas on how to empower teachers to embrace spontaneity and flexibility in their daily practice.

Designed as a thinking diary, this book provides space for the practitioner to record highs and lows in the classroom and experiences in meetings and training, ensuring it serves as a personal record of what works well but also a pertinent reminder of what can improve and what can be learnt from mistakes. A Practical Guide to Enquiry-Based Primary Teaching comprehensively covers all the steps involved in adopting this approach, including:

• why enquiry-based learning should be at the forefront of primary settings;
• how to develop teachers in this approach and assessing the prior learning which needs to take place beforehand;
• settling into your role as a facilitator and recognising the stregnths and weaknesses within your enquiry team;
• discussing and planning enquiry sessions, including clarifying objectives;
• how to let go of a more structured approach to learning and becoming familiar with the tools in your spontaneity arsenal;
• evaluating enquiry sessions.

Supported by research, this book is a fresh, innovative approach to enquiry-based learning and teaching and will be a valuable daily aid for both newly qualified and experienced primary teachers.

About this title

About the Author

Helena Hill has over twenty years' experience as a primary school teacher. She currently teaches Reception at Warren Wood Primary, where she has been the Foundation Stage Leader for the past three years and is also a member of the Senior Management Team.

Edition details

• Publisher: Routledge
• Publication date: 2018
• Language: English
• ISBN 10: 1138596329
• ISBN 13: 9781138596320
• Binding: Paperback
• Edition number: 1
• Number of pages: 102